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Aprendizagem escolar e sua avaliação em educação de infância e 1º ciclo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Documento Principal | 1.06 MB | Adobe PDF | ||
| Anexos | 2.84 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente relatório de estágio concede uma visão geral do trabalho realizado pela autora nas disciplinas de Prática Educativa Supervisionada I e II do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Apresenta uma análise crítica e reflexiva da prática desenvolvida nos dois momentos de estágio, nomeadamente das observações, planificações, ações e avaliações efetuadas. Ao longo desta análise procuramos não só estabelecer comparações entre as práticas no Pré-escolar e no 1.º Ciclo, como também realizar o confronto desta componente prática com a teoria, de modo a aprofundar a sua compreensão e consistência. Contudo, neste resumo, destacaremos essencialmente os resultados obtidos quanto à integração curricular e às estratégias de ensino-aprendizagem privilegiadas, bem como as conclusões alcançadas num estudo sobre a avaliação da aprendizagem. Em relação aos dois primeiros aspetos, verificamos que, tanto no Pré-escolar como no 1.º Ciclo, os conteúdos relativos ao Conhecimento do Mundo/ Estudo do Meio foram os que permitiram maior integração das diversas áreas curriculares e que as estratégias privilegiadas ao longo das práticas foram a exposição e o questionamento. Os resultados em questão decorreram de análises sistemáticas de registos de observação, de documentos de planificação e avaliação, bem como de trabalhos realizados pelas crianças. Quanto ao estudo sobre a avaliação da aprendizagem, foi concretizado no contexto do estágio e com ele interessou-nos perceber as perspetivas de colegas estagiários sobre os campos e aspetos em que admitem incidir as suas práticas de avaliação, bem como analisar algumas das suas práticas de planificação em avaliação, tendo ainda em conta as realizadas pela estagiária "investigadora" e, em termos de análise, a variável "estagiário de regime ordinário"/"estagiário trabalhador-estudante". Para tal, contámos com a participação de oito estagiários que nos concederam entrevistas e nos disponibilizaram documentos escritos de práticas de planificação em avaliação. A estes documentos foram acrescentados os de práticas de planificação da estagiária "investigadora". O tratamento dos dados foi realizado com recurso à análise de conteúdo. Ao analisarmos os resultados deste estudo, constatamos que os estagiários expressaram insatisfação com a formação em avaliação disponibilizada na licenciatura e no mestrado, apontando a necessidade de uma unidade curricular específica de avaliação. Reconheceram a importância da avaliação ao longo da prática educativa e disseram que esta serviu principalmente para o esclarecimento e melhoria do processo de ensino-aprendizagem. Também revelaram que, aquando do estágio, os instrumentos mais utilizados na avaliação foram grelhas de verificação, os critérios/aspetos mais valorizados incidiram na área cognitiva e que procuraram envolver os próprios alunos nesta avaliação. Além disso, verificamos que não se encontram diferenças relevantes entre o discurso e as práticas de planificação em avaliação destes estagiários, assim como entre os estagiários de regime ordinário, os trabalhadores-estudantes e a estagiária "investigadora".
ABSTRACT: This teacher training report gives an overview of the work done in the Supervised Educational Practices I and II of the Masters in Preschool Education and Teaching 1. º Elementary School. This report presents a critical and reflective analysis of the practice developed in two different moments of the training, including observations, lesson plans, actions and evaluations. During this analysis we intend not only to establish comparisons between the practice in Preschool and Elementary School, but also realize the confrontation between practical component and the theory, to deepen its understanding and consistency. However, in this abstract, we will explain essentially the results obtained about the curriculum integration, teaching-learning strategies, and the conclusions reached in the context of a study about the learning evaluation. On the analysis indicated previously, we consider that in Preschool as in Elementary School, the contents related to World Knowledge/Environmental Studies allowed a greater integration of the various curricular areas and the chosen strategies along practices were exposure and questioning. The results in question occurred from systematic analysis of records of observation, evaluation and planning documents, as well as some work done by the children. Regarding the study about Evaluation of Learning, it was achieved in the context of the training and with that we were interested in realizing the prospects of colleagues trainees about the aspects that were focused on their evaluation practices, as well to analyze their evaluation planning practice, also taking into account the “investigator” trainee planning practice and, in terms of analysis, the variable "ordinary students trainees"/ "working students trainees". For this, we rely on the participation of eight trainees who granted us interviews and provided written documentation of evaluation planning practices. We collected the information mentioned above and from planning practices "investigator trainee". We used content analysis to process these information. Analyzing the results from this study, we observed that trainees expressed dissatisfaction with the evaluation training offered by the undergraduate and master, pointing the need for a specific curricular unit of evaluation. The study participants recognized the importance of the evaluation during the educational practice and they said that it served primarily to clarify and improve the teaching-learning process. Participants also said that the main instruments of evaluation were verification tables, that focused on cognitive area and that the students were involved in this evaluation. Furthermore, we found that the difference between the discourse and evaluation planning practice of these trainees were not significant, and between the ordinary students trainees, the working students trainees and the "investigator" trainee.
ABSTRACT: This teacher training report gives an overview of the work done in the Supervised Educational Practices I and II of the Masters in Preschool Education and Teaching 1. º Elementary School. This report presents a critical and reflective analysis of the practice developed in two different moments of the training, including observations, lesson plans, actions and evaluations. During this analysis we intend not only to establish comparisons between the practice in Preschool and Elementary School, but also realize the confrontation between practical component and the theory, to deepen its understanding and consistency. However, in this abstract, we will explain essentially the results obtained about the curriculum integration, teaching-learning strategies, and the conclusions reached in the context of a study about the learning evaluation. On the analysis indicated previously, we consider that in Preschool as in Elementary School, the contents related to World Knowledge/Environmental Studies allowed a greater integration of the various curricular areas and the chosen strategies along practices were exposure and questioning. The results in question occurred from systematic analysis of records of observation, evaluation and planning documents, as well as some work done by the children. Regarding the study about Evaluation of Learning, it was achieved in the context of the training and with that we were interested in realizing the prospects of colleagues trainees about the aspects that were focused on their evaluation practices, as well to analyze their evaluation planning practice, also taking into account the “investigator” trainee planning practice and, in terms of analysis, the variable "ordinary students trainees"/ "working students trainees". For this, we rely on the participation of eight trainees who granted us interviews and provided written documentation of evaluation planning practices. We collected the information mentioned above and from planning practices "investigator trainee". We used content analysis to process these information. Analyzing the results from this study, we observed that trainees expressed dissatisfaction with the evaluation training offered by the undergraduate and master, pointing the need for a specific curricular unit of evaluation. The study participants recognized the importance of the evaluation during the educational practice and they said that it served primarily to clarify and improve the teaching-learning process. Participants also said that the main instruments of evaluation were verification tables, that focused on cognitive area and that the students were involved in this evaluation. Furthermore, we found that the difference between the discourse and evaluation planning practice of these trainees were not significant, and between the ordinary students trainees, the working students trainees and the "investigator" trainee.
Description
Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (Relatório de Estágio).
Keywords
Aprendizagem Escolar Educação Pré-Escolar Ensino Básico (1º Ciclo) Prática Educativa Educational Practices Evaluation of Learning Teacher Training
Citation
Pavão, Sofia Chaves – "Aprendizagem escolar e sua avaliação em educação de infância e 1º ciclo". Ponta Delgada : Universidade dos Açores. 2013. X, 101 f.. Dissertação de Mestrado.